What's Required "Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity TEC 38.003(d)(1). Because early intervention is critical, a program for early identification, intervention, and support for students with dyslexia and related disorders must be available in each district as outlined in the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders, 19 TAC 74.28(g), TEC 38.003(b) and TEC 38.003(c).
The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder are implemented in the district 19 TAC 74.28(a) and TEC 38.003(c). A school district's strategies for screening dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. A school district's techniques for treating dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. Screening should only be done by individuals/professionals who are trained to assess students for dyslexia and related disorders 19 TAC 74.28(b).
What We Do
Students who experience dyslexia, and related disorders such as dyscalculia, and dysgraphia may be identified under the Texas dyslexia law, Section 504, and/or special education.
Dyslexia
Dyslexia is characterized by a difficulty in the development of:
phonemic awareness,
sound manipulation,
single word decoding,
reading fluency and
spelling.
Support for students demonstrating these types of reading difficulties is provided through Response to Intervention (RtI), Intervention Assistance Team (IAT), Section 504, and special education.
RtI is the first step to address the needs of students demonstrating characteristics of dyslexia, dyslexia related disorders, or any academic need. Refer to the Texas Handbook on Dyslexia.
Progression through tiered intervention is not required in order to begin the identification of dyslexia. The use of a tiered intervention process should not delay or deny an evaluation for dyslexia, especially when parent or teacher observations reveal the common characteristics of dyslexia.
Students do not have to be identified as receiving Section 504 or special education services in order to receive support through a campus RtI process.
If a student fails to respond to intervention, the IAT may consider the following options:
Modify the RtI plan (increase the frequency and duration of the interventions through the IAT process)
Consider a referral for evaluation through Section 504
Consider a referral for evaluation through Special Education
The campus Evaluation Specialist maintains the responsibility for the dyslexia and related disorder identification for students referred to Section 504 and special education.
Dyslexia Identification Process
Dyscalculia Dyscalculia is characterized by difficulties in mathematical procedures and concepts. This could include an inability to understand the meaning of numbers, understanding of quantities, and difficulty in learning basic operations of addition and subtraction. Often because students with dyscalculia do not understand basic mathematical concepts, they have difficulty mastering more complex mathematical tasks.
Dysgraphia Dysgraphia is a learning disability that affects the act of writing and often leads to difficulties in organizing letters, spelling, handwriting, and/or putting thoughts on paper. Dysgraphia can often result from visual-spatial and language processing deficits.
"Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity TEC 38.003(d)(1). Because early intervention is critical, a program for early identification, intervention, and support for students with dyslexia and related disorders must be available in each district as outlined in the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders, 19 TAC 74.28(g), TEC 38.003(b) and TEC 38.003(c).
The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder are implemented in the district 19 TAC 74.28(a) and TEC 38.003(c). A school district's strategies for screening dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. A school district's techniques for treating dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. Screening should only be done by individuals/professionals who are trained to assess students for dyslexia and related disorders 19 TAC 74.28(b).
HISD Board Policy
What We Do
Students who experience dyslexia, and related disorders such as dyscalculia, and dysgraphia may be identified under the Texas dyslexia law, Section 504, and/or special education.
Dyslexia
Dyslexia is characterized by a difficulty in the development of:
Support for students demonstrating these types of reading difficulties is provided through Response to Intervention (RtI), Intervention Assistance Team (IAT), Section 504, and special education.
The campus Evaluation Specialist maintains the responsibility for the dyslexia and related disorder identification for students referred to Section 504 and special education.
Dyslexia Identification Process
Dyscalculia
Dyscalculia is characterized by difficulties in mathematical procedures and concepts. This could include an inability to understand the meaning of numbers, understanding of quantities, and difficulty in learning basic operations of addition and subtraction. Often because students with dyscalculia do not understand basic mathematical concepts, they have difficulty mastering more complex mathematical tasks.
Dysgraphia
Dysgraphia is a learning disability that affects the act of writing and often leads to difficulties in organizing letters, spelling, handwriting, and/or putting thoughts on paper. Dysgraphia can often result from visual-spatial and language processing deficits.
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